Rationale: Children should
be
instructed and exposed to phoneme awareness in order to have a good
understanding
of the spoken and written language. In this lesson students can
associate
sound with letters for spelling and this will enable them to spell
words.
When students accomplish isolating certain sounds they will be able to
recognize which letters make up certain sounds. The focus of this
lesson is to help the children identify sh=/sh/.

Materials: Primary paper
and
pencil; chart with a large sh and “Sherrie works at the shoe shine
shop.”
and a word list with fish, ship, dish, rainbow, ocean, and water; baby
doll; Rainbow Fish by: Marcus Pfister; crayons; and a picture page
with:
a shoe, ship, dog, fish, pencil, and dish (This will be hand-drawn or
created
from clip-art.)

Procedures:1. Introduce the lesson by explaining that
letters and combined to create the words we speak, read, and
write.
How many of you have a baby brother or sister? Has you mom ever
said,
“Ssshhh, don’t wake the baby.” Well, that /sh/ sound is used in a
lot of words and today you are going to learn how to recognize and
spell
it.2. “Let’s pretend that this is my baby (hold
and rock baby doll while talking). She is sleeping so we have to
be very quiet (hold finger to mouth and make the /sh/ sound). Can
you all practice making that sound with me? Great job!
(Point
to the letter combination sh on the chart.) These are the letters
that we use to make the /sh/ sound.3. “Now let’s try a tongue twister.
Sherrie works at the shoe shine shop(follow words on a written chart
with
your finger each time). Can you repeat that with me?
Nice!
Let’s say it one more time, but this time hold out the ssshhh sound
because
the baby is still sleeping and we don’t want to wake her.
Ssshhherrie
works at the ssshhhoe ssshhhine ssshhhop. You are doing a great
job.”4. (Hand out primary paper and
pencil).
Let’s practice writing the letters that make the /sh/ sound. The
first letter in the /sh/ sound is s. To make the letter s we will
start just below the roof and make a little c so that it sits on the
fence
line. Then, go down the sidewalk and make a curve the opposite
way.
(Model writing the letter s.) Okay, now we need to make the other
letter in the /sh/ sound and it is an h. To write the letter h
you
start just below the roof again and make a straight line all the way to
the sidewalk. Then, place you pencil on that line where the fence
line is. Bring your pencil out and down to the sidewalk to make a
hump. (Model writing the letter h.) That is excellent work.
(Place sticker on work). Now I would like you to repeat that
combination
of letters 4 more times.5. I will have students practice by reading
the word list on the chart. Then the students will read Rainbow
Fish
. At the end of each page, I will ask them to raise their hands
if
the recognize a word that has sh in it.6. For their assessment I will distribute
a picture page with a shoe, ship, dog, fish, pencil, and dish (I will
draw
the pictures for the picture page). I will ask the students to
write
the name of the object on the line under the picture. Then I will
have them color the pictures that have the name with a /sh/ sound.